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Technology-Assisted and In-Person Supervisory Challenges in Philippine Public Schools: A Comparative Analysis

100%
Salva R. A., Cadavedo L. O., Cadavedo S. V. O., Patinga K. T.
The New Educational Review
|
2023
|
vol. 72
148-158
EN
This study compared the challenges of 20 education supervisors in executing technology-assisted and in-person supervision. These supervisors oversee the curriculum articulation for over 200,000 Filipino learners in 85 Philippine public schools. Results showed that technology-assisted supervision (Mn=3.18; Md=3.26) outscored in-person supervision (Mn=2.88; Md=2.95), with the former mode of supervision obtaining higher perceived challenges than the latter. However, the Wilcoxon Signed Ranks Test found an insignificant difference in their degrees of challenges when grouped according to the mode of supervision used (p-value=.191>.05), indicating the need to further explore the supervisors’ experiences to improve their supervision quality.
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Beyond Numbers: Unveiling the Transition Experiences and Voices of Filipino Education Programme Supervisors

88%
Salva R. A., Cadavedo L. O., Cadavedo S. V. O., Patinga K. T., Cabatay C. L. L.
The New Educational Review
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2024
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vol. 75
102-112
EN
This qualitative exploration is a follow-up study to the quantitative research published in a peer-reviewed international journal in 2023. Generally, the study delved into the transition experiences and preferences of 20 Filipino education supervisors in relation to their supervisory practices in over 80 Philippine public schools. Through validated open-ended interview questions, the responses were gathered and subsequently subjected to thematic analysis, which resulted in the emergence of the following themes: (1) the adjustments and challenges of the supervisors as they switched back from technology-assisted to in-person supervision; and (2) their preferred mode of supervision in the new normal of education.
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